PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristic properties of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristic properties (e.g. solid,liquid,gas)
4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the
physical state, volume and mass of a substance.
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50 min
This is the very beginning of the start of a unit on solids, liquids, and gases. First, as an introduction the teacher demonstrates with a alka-seltzer tab and film canister, the three states of matter. Teacher asks students to tell which of the three states of matter
they observed. Teacher displays students observations on board/easel. Students create a three column chart in notebook of the states of matter and characteristics to be filled in as lesson progresses. This lesson is approximately 1 period long (50min).
Opportunities to Learn:
Depth of Knowledge:
Level 1 : Students will recall what they haved learned about Matter and draw from it. Students will identify the three states of Matter. Students will organize a graph to be used to classify the characteristics of Matter.
Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical. Students should have been introduced to elements,how they relate to a compounds and the properties of a mixture. The difference between weight, mass, volume,and density.
Plans for Differentiating Instruction:
A demonstration of Matter will help tactile/kinesthetic learners grasp the key concepts. Students that are auditory learners will gain knowledge through discussion. The graph will help engage visual learners by allowing them to display the facts.
Accommodations and modifications:
For this lesson the Resource Teacher will help the ESL students with the language of the definitions.
For the students that have difficulty paying attention, the demonstration will be set up in front of them, maybe even giving them the containers to open.
Students that have trouble getting organized will benefit from the 3 column chart.
Environmental factors:
Students' prior knowledge of what Matter consists of and materials for the demonstration are needed.
Teacher in front of class so everyone can see.
Materials:
film canister, alka seltzer tab, water, easel, markers
Objectives:
Students will demonstrate an understanding of the States of Matter by posing questions that show they recognize the different characteristics.
Students will use prior knowledge and what they learned from the demonstration to formulate observations about Matter.
Students will begin to classify and compare the States of Matter using a 3 column chart.
Instruction:
Opening:
Teacher invites students into the classroom and asks them to please take their seats. Attendance is taken while students participate in a " daily warm-up". The "daily warm-up" is a question that the teacher posts on the overhead projector. Students answer different questions throughout the week and it is handed in at end of week. Today's "daily warm-up" asks students how scientists classify matter. Teacher does not give correct answer right away. The unit is introduced by the
demonstration with film canister and alka-seltzer tablet. Shake with water in front of class and open it.After the "pop" students will be engaged. Teacher asks"What just happened?". Teacher explains that gas was released when the Alka-seltzer came into contact with water. Gas occupies a greater volume than liquid or solid, so pressure increased within the canister until the lid was opened. Teacher tells students what materials were combined in the canister. Teacher tells students alka-seltzer was being released in a chemical reaction with water and carbon dioxide was released, this is what the bubbles are made out of. Students will try to identify states of matter and discuss what they observed. Attention grabber
Engagement:
Teacher asks students what they know about Matter. Teacher asks students to give examples of some solids,liquids and gases. Teacher probes students with questions like, what did they see in the demonstration,why do they think it reacted the way it did, how do they know it is a gas and not a liquid etc., and begins to compose a list of the observations using/ pulling information from students on board. Teacher asks students to draw a diagram of the film canister and other materials in notebook and label which is the solid, liquid, and the gas (informal assessment). Teacher shows small video clip introducing the topic of Matter. introtomatter.
Closure:
Teacher creates a 3 column chart for solids liquids and gases and their characteristics. Teacher fills in throughout lesson,using only the information given by students. Students copy chart in notebook.
Solids Liquids Gases
It’s Volume?
It’s Shape?
It’s Particle Arrange-ment
Define…
Examples of.... (class one) Students will give examples of common solids,liquids,and gases.
Assessment:
Pre-assessment only to see what students know and become familiar with their beliefs/reasoning.
Teacher looks for students basic understandings like students thinking the " pop" for the demonstration happens because of the solid of liquid. Teacher is using this time to find out just where the students are at with the subject "Matter". Teacher may have to review the last section. Do the students know the difference between physical and chemical changes? Can students classify common items?
Using the list on the board, teacher asks if students can name any other objects with these characteristics.
Teacher is looking for the studentd to have a basic understanding of a solid, liquid, and gas.
Lesson Plan
Lesson Title:
Introduction to States of MatterState Standards/GLEs/GSEs:
PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
- 2a. Students demonstrate an understanding of characteristic properties of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
- 2b. classifying and comparing substances using characteristic properties (e.g. solid,liquid,gas)
- 4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the
physical state, volume and mass of a substance.National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50 minThis is the very beginning of the start of a unit on solids, liquids, and gases. First, as an introduction the teacher demonstrates with a alka-seltzer tab and film canister, the three states of matter. Teacher asks students to tell which of the three states of matter
they observed. Teacher displays students observations on board/easel. Students create a three column chart in notebook of the states of matter and characteristics to be filled in as lesson progresses. This lesson is approximately 1 period long (50min).
Opportunities to Learn:
Depth of Knowledge:
Level 1 : Students will recall what they haved learned about Matter and draw from it. Students will identify the three states of Matter. Students will organize a graph to be used to classify the characteristics of Matter.Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical. Students should have been introduced to elements,how they relate to a compounds and the properties of a mixture. The difference between weight, mass, volume,and density.Plans for Differentiating Instruction:
A demonstration of Matter will help tactile/kinesthetic learners grasp the key concepts. Students that are auditory learners will gain knowledge through discussion. The graph will help engage visual learners by allowing them to display the facts.Accommodations and modifications:
For this lesson the Resource Teacher will help the ESL students with the language of the definitions.For the students that have difficulty paying attention, the demonstration will be set up in front of them, maybe even giving them the containers to open.
Students that have trouble getting organized will benefit from the 3 column chart.
Environmental factors:
Students' prior knowledge of what Matter consists of and materials for the demonstration are needed.Teacher in front of class so everyone can see.
Materials:
film canister, alka seltzer tab, water, easel, markersObjectives:
Students will demonstrate an understanding of the States of Matter by posing questions that show they recognize the different characteristics.Students will use prior knowledge and what they learned from the demonstration to formulate observations about Matter.
Students will begin to classify and compare the States of Matter using a 3 column chart.
Instruction:
Opening:
Teacher invites students into the classroom and asks them to please take their seats. Attendance is taken while students participate in a " daily warm-up". The "daily warm-up" is a question that the teacher posts on the overhead projector. Students answer different questions throughout the week and it is handed in at end of week. Today's "daily warm-up" asks students how scientists classify matter. Teacher does not give correct answer right away. The unit is introduced by the
demonstration with film canister and alka-seltzer tablet. Shake with water in front of class and open it.After the "pop" students will be engaged. Teacher asks"What just happened?". Teacher explains that gas was released when the Alka-seltzer came into contact with water. Gas occupies a greater volume than liquid or solid, so pressure increased within the canister until the lid was opened. Teacher tells students what materials were combined in the canister. Teacher tells students alka-seltzer was being released in a chemical reaction with water and carbon dioxide was released, this is what the bubbles are made out of. Students will try to identify states of matter and discuss what they observed. Attention grabber
Engagement:
Teacher asks students what they know about Matter. Teacher asks students to give examples of some solids,liquids and gases. Teacher probes students with questions like, what did they see in the demonstration,why do they think it reacted the way it did, how do they know it is a gas and not a liquid etc., and begins to compose a list of the observations using/ pulling information from students on board. Teacher asks students to draw a diagram of the film canister and other materials in notebook and label which is the solid, liquid, and the gas (informal assessment). Teacher shows small video clip introducing the topic of Matter. introtomatter.
Closure:
Teacher creates a 3 column chart for solids liquids and gases and their characteristics. Teacher fills in throughout lesson,using only the information given by students. Students copy chart in notebook.
Solids Liquids Gases
It’s Volume?
It’s Shape?
It’s Particle Arrange-ment
Define…
Examples of.... (class one) Students will give examples of common solids,liquids,and gases.
Assessment:
Pre-assessment only to see what students know and become familiar with their beliefs/reasoning.
Teacher looks for students basic understandings like students thinking the " pop" for the demonstration happens because of the solid of liquid. Teacher is using this time to find out just where the students are at with the subject "Matter". Teacher may have to review the last section. Do the students know the difference between physical and chemical changes? Can students classify common items?
Using the list on the board, teacher asks if students can name any other objects with these characteristics.
Teacher is looking for the studentd to have a basic understanding of a solid, liquid, and gas.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: